Donna relies on the huddle boards and structured, digital spaces–like Canvas Discussions and Google Docs–to create a culture of curiosity and social accountability for her ENGL 100 readers. Linda leads her ENGL 100 students in collaborative writing, also using huddle boards and Canvas discussions. Daniel asks his ENGL 100 students to play with the technology of Google Docs–copying and pasting and rearranging and re-purposing and linking and editing–in order to actually play with the concepts and conventions of grammar and rhetoric.
Donna explores how Google Docs could allow her ENGL 100 students to identify, share, and close read passages from Siddhartha. Tony talks about (what he could talk about but doesn’t want to talk about because what he wants to talk about is) an analogy of sports. In Tony’s hybrid ENGL 100, the online classroom offers “practice”–individualized work, like throwing free throws, with lots of failing and lots of succeeding–and “scrimmage”–something that isn’t ‘practice’ but that ensure the skills of practice happen–so that students arrive to the onsite classroom ready for “game day.”
Linda uses anonymous posts of essay drafts to “protect the writer” as she guides her ENGL 100 onsite students to investigate possibilities: “What’s working?” and “What needs work?” Mary also uses Canvas to lead her ENGL 100 online students through similar investigations, but for Mary the goal is to create “asynchronous conversation which entailed seeing their faces, making eye contact etc…” i.e. socially rewarding experiences while responding to writing.
If I were to pick out themes and salient take-aways, I would highlight the importance of individualized play and experimentation along with the value of social experiences and collaborative teamwork, all of which are facilitated with technology and all of which serve ENGL 100 students who are growing in confidence as readers, writers, and thinkers.
Next week, Week 10, will be another opportunity to contribute your own “Sound Off!” about
what modalities you are using in your online, hybrid, or tech-heavy onsite ENGL 100
how students are benefiting in access and engagement because of those modalities
why you might make adjustments the next time you teach with those modalities
Look for invitation at the beginning of next week tempting your participation. In the meantime, I hope you are compelled to mull over your teaching and student experiences. I also hope you have an excellent week!
On March 1st, WritingwithMachines hosted a workshop on how to know and intervene for online composition students. Our goal was to consider the agency we have as instructors to increase access and equity for our students, and then share experiences and strategies for getting to know and intervening for specific student groups and individuals in our online classes.
Watch an archive of the discussion:
Some reflection from me:
In my own onsite classes, I set a goal to know every students’ name by the 3rd class meeting. Online, that’s harder (because sometimes, I never have a face to put with a name) or it’s way easier (because I always have a student’s name available and proximate to the work I’m responding to). To get a better sense of who my students are, I use an excel sheet to keep notes on names, pronunciation, pronouns, and personality traits. After attending the CUE Equity-minded Teaching Institute last summer, I added columns to track participation (engaged / distracted; talkative / quiet) based on gender and ethnicity. This allows me to really see who I’m responding to or calling on (or ignoring), who volunteers information (or doesn’t), and who participates differently based on small group dynamics. It’s been a game changer.
This excel sheet looks like this:
In my online composition classes, I use my first week, “introduce yourself to the class” assignment to collect information on each student. For students who describe themselves as busy or worried about English, or who submit a very short response, I set up a 10 minute Zoom meeting where I ask them about themselves, their past experiences online and in English, and their sense of the class so far. This is something Jim does with all his students in the first week. Again, a game changer.
After Week 1, I track the number of discussion responses each student contributes, and I track when I have featured a student’s work in a weekly announcement, lecture, or synchronous meeting. I try to feature every student at least once during the semester, and for students who seem less engaged or worried about the course, I try to feature their work early on.
When a student realizes their name is the answer to one of my announcement quiz questions about “whose amazing work is featured this week?” they’re stoked.
What do you do to identify, track, and actively get to know each of your online (or onsite) students by name, personality, and circumstance?
Within your ability to affect mindsets and create equitable conditions, who in your online writing class, specifically, is on your radar? Which specific student, by name, whom you feel you have an opportunity to intervene for and support this semester?
Our final meeting of the fall semester was mellow. Nothing to read or prepare beforehand. We simply used the first half of the meeting to share the highs and the lows of our experiences teaching online this semester, and then we dedicated the second half to looking ahead at the next semester, specifically on how to design community-oriented and relational activities during early on.
We enjoyed a rich exchange of cool ways to facilitate first week experiences.
Watch an archive of the discussion:
Questions and topics we explore:
Which of your core pedagogical values are expressed in Week 1 activities?
How do your Week 1 activities reach out to and equip
new online students?
new college students?
students of color?
students who might feel intimidated by English coursework?
How do your Week 1 activities introduce students to experiences with skills, concepts, technologies, routines, etc. that are important to your course?
Can you draw a direct line from the experiences your Week 1 activities offer to the outcomes you hope to see performed in your mid- to end-semester assignments?
In our October WritingwithMachines discussion on equity-minded teaching, Jade offered an analogy of a tree to illustrate her approach to “being intrusive, relevant, race-conscious, community-centric, and relational”: first, she designs activities around a solid and reliable trunk that then leads students out onto diverging, pliable branches.
In my attempt to design engaging online courses, I rely on a different but related analogy: first I build narrow corridors that then lead students into wide-open yet enclosed spaces. When I’ve talked with Chad about course design, he offers a balanced abstraction: it is essential to design defined space and it is essential to design space to be explored.
In our November discussion, Tony, Jason, Chad, Jim, Donna, and I explored further analogies, philosophies, and practical approaches that allow us to design interesting spaces where students find compelling reasons to engage–even play–with reading, writing, and thinking.
Watch the archive of the discussion:
Questions we explore:
How do we design our online courses so they are navigable yet surprising?
How do we encourage participation that is compelling and not compulsory?
Topics we discuss:
Defined navigation and instruction | Undefined navigation and instruction
Linear modules | Explorable spaces
Prescriptive assignments | Open assignments
Isolated spaces | Community-centric spaces
Required participation | Provoked participation
Podcasts we reference:
Nicholas A. Holt’s emphasis on play suggests we should increase the dialogic interactivity of our course design and bring students into greater degrees of contact with each other (maybe) and ourselves (definitely).
Laura Gibbs‘ digital storytelling course design sends students into individualized blog spaces initially and then equips them to share, exchange, and collaborate as a group later.
Early in the 2018 fall semester, I invited my colleagues who teach online composition courses at MiraCosta College to collaborate with me in a series of 4 discussions focused on pedagogy and practice. Our first discussion (which sadly, I did not record) focused on the learning experiences we design specifically for the 4th week of the semester, a week when it is important to infuse a little disruptive enthusiasm to encourage and motivate students who are starting to fade a little in the discussions and activities.
During that discussion, my colleagues raised several perennial topics: how to increase retention and foster an inclusive online community, how to re-imagine course design and student experiences with navigation, and how to build more interactive presentations and lectures. While I felt each of these topics deserved their own space to unpack, I initially saw a clear and intriguing intersection with Dr. J. Luke Wood’s keynote address to the 2018 Online Teaching Conference.
So, for our second WritingwithMachines Discussion (archived below), we focused on equity-minded practices. The arc of our discussion followed Dr. Luke Wood’s description of 5 equity-minded practices for reaching, retaining, and supporting underserved students and specifically students of color. After a quick discussion of how “equity” is defined, we responded by sharing what we currently do, what we felt inspired to do differently, and what questions about online course design or assignments are raised by each practice.
Here’s how Jade, Shelli, Jim, and I related each equity-minded practices to our online course design, communication with students, and composition assignments:
As a class this semester, we explored various topics including tools for online teaching, the gamification of online classes, the migration process and modalities, best practices for discussion forums and grading, and even shared lens perspective assignments and approaches to keeping students engaged and learning/reading in the online setting. English Professors, John Warnock, curry mitchell, Jim Sullivan, and Tony Burman, facilitated these discussions, laying the groundwork for future online teaching. After completing this Spring 2016 sequence, I am inspired us to explore synchronous activities and, perhaps, to resuscitate my online avatar (I used a couple years when I was teaching online introductory composition). Most importantly, I discovered I did not have to comment on ALL my students posts and replies. (I am still feeling nervous about the latter one.)
Boy, this week was a doozy! All I could think about was how much set-up an online class requires, and hoping that when I teach my first one I’ll have plenty of time to prepare. Warnock makes it seem simple and straightforward, but when I looked at all the possibilities for cool tools out there, it was nothing like simple. How is one to master even a few of these? And how, as Conrad and Donaldson insist, is one to ensure “all participants have the necessary skill level with the communication tools” used in the course (qtd in Warnock 19)? I guess it means I’ll have to make lots of handy teaching videos like curry, which will require me to have even more mastery of the tools than my students.
In my onsite class, I don’t use a ton of technology. I have been using Canvas for a few semesters and love the ease of setting up the course, the possibilities for altering the look of the class, and the course copy option (which I used very effectively this semester for the first time). I use Speedgrader, and I like the options available for grading. It looks so much cleaner than my handwritten scribbles that students had to decipher, and I like that I can mute the comments and work on all the papers together, giving me freedom to revise my comments. When I’m done grading, I unmute so students can see them. As far as wondering if grading online is effective, I have no guarantee that students are looking at my comments. I could assign a response paper about the comments, but I have yet to do that. I figure if students aren’t doing well and are looking to improve, they will look at the comments (Ha! Fingers crossed). To simplify my online course, I plan to use Canvas’ peer editing tool so students don’t have to learn a separate technology from the one they get from me. Plus, Turnitin’s peermark link we looked at this week was insanely overwhelming and caused many of my brain’s synapses to shut down. On the plus side, it made me really appreciate curry’s video on using Canvas’ PeerReview as a much more effective way for students to learn the system. That is, until I started thinking that I would have to make my own video for my own students, and down the rabbit-hole of worry I went: how will I ever make a video like this? I know how to log in as my student self, but that’s the extent of it. How will I get a sample paper to open? How will I assign that person as my student-self’s peer? Okay, deep breaths…
In my f2f classroom I use Google docs to collaboratively add to summaries of difficult texts, quote notes and other items that students can access at home through Canvas. The Google docs info link provided in this week’s bibliography reminded me of two other features that appeal to me: presentation sign-ups and student groups’ chat option alongside the groups’ shared document. Those are two items I haven’t taken advantage of yet, and I plan to implement immediately in my onsite course! I think Google docs could also be used like a big open discussion board, where students can workshop thesis statements or add information about the readings. And there might be some visual appeal to having everyone in one document rather than everyone’s separate threads/posts in a discussion board.
For online class lessons, I’m comfortable with Powerpoint and Prezi for info-heavy material. I appreciate curry’s notion of Prezi as “interactive, self-pacing, and non-linear,” some traits I think can be effective for our wide range of learners. I haven’t used Prezi much myself, but I like the way the presentations look, apart from making me feel nauseous. I plan to use Screencast-o-matic for mini-lessons showing students how to use an area of our course (like curry has done), or as an addition to a Powerpoint or Prezi. Voice thread was new to me, and seemed cool. I could see starting a discussion of a text this way. I’m just wondering if some of these technologies are tech just to be tech, and not useful enough to warrant using them in a class. I really have to ask myself: does this tool warrant the learning curve? Does it do its job better than anything else? Is it overly complicated? Will we use it often? If any of those answers are “no,” I should probably pass.
I found it interesting/strange that Warnock relied on email for so many of the tasks in his online course. The last thing I want is to have hundreds of emails in my inbox to sort through, and which could very easily get lost in the fray. I’m assuming his heavy reliance on email stems from the book being almost 10 years old. Get revising, Warnock!
Given all the above, Warnock’s “Guideline 9: Don’t be any more complicated technologically than you have to be” (19) is becoming my new motto with the overwhelming amount of information and options this week. If/when I teach online, I’d like to find a few tools to use, mix them up, and use them throughout. I don’t want to overwhelm myself (or my students) with too many programs that all have a learning curve and bugs to work out. My experience with tech is that something always goes wrong with every technology at the beginning. When I first started this online certification, I couldn’t post on wordpress, then saving my screencast to youtube didn’t work, then I couldn’t embed my screencast in wordpress, and so on… Just posting and linking my first blog/video took close to an hour! The more outside websites students have to log in to and get to know is host to at least one student having a problem every time, and I don’t want time taken up with problem solving when I’d rather be teaching.
The technology that supports active reading in digital environments is getting better. Common devices and freely available software make it possible to apply traditional, mindful reading practices to pdfs, digital textbooks, and Open Educational Resources. Still, these high-tech tools are not themselves enough to teach students how to meaningfully engage with text. Along with ever improving technologies and the exciting benefits of OER come a need to maximize the impact of classroom instruction, so students truly benefit from the reading/hearing/playing/watching/swiping they bring to new interactive modalities that are becoming ever more common in higher education.
The following list of resources and annotations seeks to explore:
How to support effective academic reading skills given the range of devices and apps present in our classrooms?
What new forms of effective reading are possible in networked, digital environments?
What digital practices best target comprehension and recall, critical reading and response, and/or active reading and intellectual engagement?
How to promote time management, preparedness, and accountability despite the distractions of digital access?
I have been working with several students who are frustrated with digital reading. Something I have been trying is both hand-written and digital mind-maps to interact with the text. When students mind-map, they slow down, process better, and their visual map of the information matches/ reflects some of their own cognitive processing. This video has some examples of hard copy and digital mapping and a few ways it can be used in a classroom setting. Here is the link to the Coggleit site.
MiraCosta’s Open Educational Lunch Extravaganza
Nicole Finkbeiner from OpenStax, Keynote
Things to Listen to
Assessing the Impact of Open Educational Resources hosted by Bonni Stachowiak of Vanguard University of Southern California with guest C. Edward Watson, the Associate VP for Quality, Advocacy, and LEAP Initiatives with AAC&U. Teaching in Higher Ed Podcast, http://teachinginhighered.com/podcast/assessing-impact-open-educational-resources/
A 30 minute podcast focused on the exciting impact of Open Education Resources on student success. The conversation offers compelling statistics and anecdotes, but it also arrives at one clear drawback stated by students about OER materials: digital content is harder to use than printed texts. Listen to this podcast to get excited about OER, and then explore the resources below that address the need to teach students how to succeed with digital resources.
Igniting Our Imagination in Digital Learning and Pedagogy hosted by Bonni Stachowiak of Vanguard University of Southern California with guest Remi Kalir, Assistant Professor, Information and Learning Technologies at CU Denver. Teaching in Higher Ed Podcast, http://teachinginhighered.com/podcast/igniting-imagination-digital-learning-pedagogy/
A 30 minute podcast that focuses on play as an approach to learning and accessing digital annotation technologies like Hypothes.is. The conversation explores social reading as a mode for professional development for faculty, but also digs at the potential combination of digital annotation with classroom discussion as a powerful means of accessing texts.
Most of us who teach in reading-heavy disciplines have, ourselves, developed effective reading habits that combine highlighting, post-it notes, dog-eared pages, marked moments, coffee stained favorites, and kinetic flipping-across-pages with one’s own hands instead of clicks. O’Donnell’s source offers analog (nostalgic?) touch-stones that we might start to imagine transporting into digital environments.
Recommended by Megen O’Donnel
Welcome to the Post Text World. Multiple contributors: Farhad Manjoo, John Yuyi, Nellie Bowles, Mike Issac, Claire Cain Miller, Sapna Maheshwari, Amanda Hess. The New York Times, 14 February 2018. https://www.nytimes.com/interactive/2018/02/09/technology/the-rise-of-a-visual-internet.html
A mash-up of articles exploring current multi-modal mediums. While some articles offer angst, others, describe empowering modalities. The central question that threads these articles asks how traditional media consumption habits and routines will necessarily change. For us, that question might be: what shifts in classroom instruction should we adopt to facilitate more effective reading/playing/watching/listening/swiping?
An interactive tutorial. Bonilla weighs the pros and cons of using eReaders, focusing on the preferences, behaviors, and outcome goals a student or instructor might bring to an act of academic reading. This is a great source to start encounter early, to weigh the value of eReaders yourself.
Most of the devices and programs discussed here are outdated, but the theory that underpin this study still ignites the pedagogical imagination on fire. In fact, some of the tools linked at the bottom of this bibliography seem to have caught up with Wolfe’s ambition. This is definitely worth skimming to gain a framework for thinking about current technologies and programs.
A one year study of first year college students who were taught “think-aloud” strategies–screen-casting while reading and responding out-loud–as a means to actively read digital texts. The video-audio think-alouds allow insight into “the cognitive and affective processes” students employ while reading in digital environments when their goal is to write a source-based paper. What’s interesting: many of these students demonstrate they are reading at the sentence-level opposed to the level of concepts or ideas when reading on screens. This article essentially calls for instruction supporting “reading strategies specific to digital environments.”
A survey of tools and classroom activites that promote collaborative exploration of sources. This is a great source to pair with your own exploration of Perusall (linked below under Things to Try), which will also be demoed in our Zoom discussion.
Recommended by Rob Bond
Writing in Online Courses edited by Phoebe Jackson and Christopher Weaver. Myers Education Press, 2018.
This article motivated me to read Proust and the Squid (also another great reading resource) and think about how our brains are structured and that relationship to the act of reading. What I like about this New Yorker article is how it discusses what digital reading seems to do to us. When we digitally read we skim and scan, we flit through other content, and we exhaust faster than reading with a physical text we can hold in our hands. From a double consciousness perspective as both a teacher online and in f2f classrooms and as a coach doing writing center work, this article reveals the struggles our students face reading in the digital age. But this article can also be a jumping off point to possible inform how you will teach digital reading techniques and strategies in an f2f or online writing class.
Recommended by Anne Fleming
Things to Try
Google Play, iBooks, The Kindle app, The Canvas app…and other eReader apps
Common devices that most students bring to class everyday are equipped already with tools that facilitate close reading, highlighting, annotation, quick searches, and more. The benefit: every student can access a digital resource in class immediately. The detriment: instruction on how to use these annotation tools must differentiate because every device and software tool is just slightly different from student to student. The article above offers a nice overview: a starting place to develop a for-all-devices lesson on effective digital reading and annotation.
Jeremy Dean is the creator of Hypothes.is, an annotation program, but this isn’t an ad. They discuss the definition of annotating, different programs for doing it, and detailed ways to use it with students.
This article has been uploaded into Perusall, a collaborative annotation tool that can be added to a Canvas course. You can explore Perusall and annotate the above article on annotation using Perusall by first joining our WritingwithMachines course or you can enjoy a demonstration of this tool by Lisa Lane during our Zoom meeting on March 8th from 7:00-8:00 pm.
I am looking for the third thing. It’s the transition quest. Going online and looking for your on-the-ground class is a fool’s errand. Leaving behind everything that worked face-to-face is foolish. So — the third thing. It’s not a marriage or an offspring or an evolution. In my experience teaching online, it’s something that hasn’t yet been built.
My ideas are still steeping. However, I want to develop a classroom online that has qualities like a one-click environment, which is one where a single click will take a student where he or she needs to go; a human environment, which is one where students can see and hear the human in their peers and professor (This would require better integration of audio and video.); and an all-inclusive environment, which is one that does not limit participation or create unnecessary hierarchies of learning through the overuse of fixed synchronous participation. My course currently is, and for the near-future will remain, a module-based course. The emphasis in my course will be reading, research, and writing, so tools that facilitate development of these skills will be prominent, like forums that allow discussion of the reading and collaboration through writing workshops. I would hope, if well built, students will want to be present and that they will be able to present.
My dream online course consists of three core principles: communication, engagement, and risk-taking.
Communication is obviously key to any class, but with the absence of a F2F setting, I want to do everything in my power to amp up the discussion in the online classroom. I was thinking of ways to enhance online communication over the last few weeks and I thought of how I could scaffold the discussion. Essentially, I would try to break down the online communication in a way that mirrors my F2F class. First, I would ask a smaller group of students to have a discussion (perhaps via Google Docs or Zoom). After the small group discussion, I would ask students to write an individual post expanding on an interesting point from their group. After the individual posts, I would ask students to respond to a different person’s response outside of their original group. This scaffolding would ideally build stronger conversations throughout.
When it comes to engagement, what I see being the “best” would be my presence. Since I will not be meeting with the students F2F, I want to make sure that my students view me as being available. I would hold virtual office hours (much like some of you already do), which could possibly turn into a larger group discussion if multiple students show up. I would also build in multiple opportunities to students to get feedback from me prior to a due date. The main thing here is making sure my students see my engagement and realize that the online course is the same as a F2F course in terms of my investment.
My dream course is also one built on risks. I, as an instructor, need to take more risks when it comes to relying on technology. I need to become more familiar with tools like screencast-o-matic, Zoom, and just get used to recording myself. I also would want to attempt to do some video feedback in lieu of one-on-one conferences. Becoming more familiar with these items will most likely help me in my F2F classes as well. I also want my students to take risks in my online course. I would like them to work in alternative mediums such as a mag or another digital platform. I feel like incorporating new, exciting mediums into the writing class could also help the engagement of my course.
Overall, I am leaving with this semester with some wonderful ideas and I look forward to attempting them.